例谈用PowerPoint中的自定义动画制作生物学动画

多媒体动画技术在生物学教学中应用非常广泛,其优越性也是不言而喻的。PowerPoint软件比较容易掌握,制作动画也较简单,动画效果也很生动,很适合一线生物教师使用。生物学教学资源在网上也能找到很多,但是有些很简单,不能满足教学的需要。笔者在几年的高中生物教学中尝试制作了一些动画用于辅助     

浅谈问题导向学习在FLASH教学中的应用

问题导向学习(Problem-Based Learning,简称PBL)是以"问题"为核心的一种教学模式,使学生在解决问题的过程中进行学习,并将当前遇到得"问题"提升为一个新的学习目标。FLASH作为一门二维动画技术课程,在教学过程中需要通过边学习边操作来逐步提高学习者自身对动画技术的深入理解和实践。在FLASH教学过程中采用"问题导向式"教学,让学生的学习过程和作品都如同FLASH动画本身一样,真正动起来。     

技能习得中的动画效应研究

在学习"狐狸"和"纸鹤"两种手工折纸的过程中,分别呈现给学习者动画(动态画面+语音解说)、图文(静态图片+文字解说)两种版本的学习材料进行学习。通过对学习者学习过程和学习结果的测量发现:动画版本学习材料相比于图文版本来说,学习者在学习时间和理解错误次数上均较少,即存在动画效应,但是否有显著差异还与学习材料的难易有关。     

用PowerPoint巧做精美动画

在把握了PowerPoint2003中四类基本动画效果的基础上,通过参数的设置,进一步利用这些基本的动画效果进行巧妙的组合,可做出较复杂的动画,如翻书动画和遮罩效果等。灵活巧妙地利用简单操作可以使幻灯片演示时具有更加形象、生动、富于感染力的展示效果。     

多媒体动画机房教学的探讨

信息技术的发展促进了教学模式的不断改变和教学质量与效率的不断提高,多媒体技术在推进这些发展的方面有着不可替代的作用。多媒体的出现使得教学能够图、形和声并茂,将教学内容形象地展示在学习者面前,使学习者更容易接受知识。而多媒体动画是多媒体教学过程中一个重要的部分,可以说多媒体动画拉近了理论知识和实践操作的距离,可提高教学的效率和效果。     

在PowerPoint2000中实现生物学动画

用PowerPoint2000制作如《无丝分裂》的片间动画和《酵母菌出芽生殖》的片内动画之类的简单的生物学动画,可以插入动画文件以及Flash动画。     

初中生物实验教学中如何提高学生的学习兴趣

生物学是一门强调动手能力的理科基础科学。相比其他学科,生物实验教学在整个学科的教学过程中显得尤为重要。生物学实验是培养学生的操作、观察、表达能力以及调动学生学习生物学兴趣的重要手段。通过动手操作,培养学生的操作、观察、表达能力,从而让他们在实验中发现问题,激发学生的思考能力和学习兴趣,然后通过动脑解决问题,产生求知欲望。在这个实验环节中,学生各个方面的能力都得到培养,收到非常好的教学效果。     

“食物中能量的释放”实验设计

在初中生物学教学中,笔者设计了“食物中能量的释放”实验,其装置简单、操作容易、现象明显。现介绍如下：     

计算机仿真力学实验的制作

本文主要介绍《工程力学》网络课程中力学实验的设计和制作方法。文章详细阐述了该仿真实验构思过程和制作步骤；介绍了条件语句在实现实验过程中多种可能性所起到的重要作用。仿真实验对远程教育中学习者的参与和自我学习更为有利，对网络课程或多媒体课件动画制作具有一定的指导作用。     

基于PPT技术的物理实验演示动画的创设

物理实验是培养学生的观察和实验能力、分析和解决问题能方的主要途径。演示动画可以模拟物理实验的真实情景,给学习者重复再现物理实验的过程,从而能使学习者更深刻地理解和掌握物理知识。     

电磁感应物理仿真实验的制作与实现

在计算机辅助教学中,学生需要的不仅仅是一些墨守成规的演示动画。利用Flash的丰富表现力和强大ActionScript交互功能开发出的仿真实验,可以让学生感觉到真实实验仪器的存在,并与之交互。以电磁感应仿真实验为例,来说明Flash在制作物理仿真实验中的应用。     

Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning

New technologies allow the display of text, static visuals, and animations. Although animations are inherently attractive, they are not always beneficial for learning. Problems may arise especially when animations modify the learner's cognitive load in an unintended way. In two learning experiments with 40 and 26 university students, the effects of animated pictures on knowledge acquisition were investigated. Some pictures displayed visual simulations of changes over time, whereas other pictures could be manipulated by learners to represent different states in time. Results showed that manipulation pictures had an enabling function for individuals with high learning prerequisites, whereas simulation pictures had a facilitating function for individuals with low learning prerequisites. However, the facilitating function was not beneficial for learning, because learners were prevented from performing relevant cognitive processes on their own. A careful analysis of the interrelation between different kinds of cognitive load and the process of learning is therefore required.     

Animated cell biology: a quick and easy method for making effective, high-quality teaching animations

There is accumulating evidence that animations aid learning of dynamic concepts in cell biology. However, existing animation packages are expensive and difficult to learn, and the subsequent production of even short animations can take weeks to months. Here I outline the principles and sequence of steps for producing high-quality PowerPoint animations in less than a day that are suitable for teaching in high school through college/university. After developing the animation it can be easily converted to any appropriate movie file format using Camtasia Studio for Internet or classroom presentations. Thus anyone who can use PowerPoint has the potential to make animations. Students who viewed the approximately 3-min PowerPoint/Camtasia Studio animation "Calcium and the Dual Signalling Pathway" over 15 min scored significantly higher marks on a subsequent quiz than those who had viewed still graphics with text for an equivalent time. In addition, results from student evaluations provided some data validating the use of such animations in cell biology teaching with some interesting caveats. Information is also provided on how such animations can be modified or updated easily or shared with others who can modify them to fit their own needs.     

Flash课件中声音文件的使用

Flash是Macromedia公司开发的交互式矢量图和动画制作软件,它也被广泛地运用到教学课件的制作中,声音是课件中不可缺少的元素之一,但是,在Flash软件中运用声音文件时会经常遇到一些问题,文章介绍了如何解决这些问题的方法。     

When learning from animations is more successful than learning from static pictures: learning the specifics of change

The results of three meta-analyses show that the effectiveness of learning from animations, when compared to learning from static pictures, is rather limited. A recent re-analysis of one of these meta-analyses, however, supports that learning from animations is considerably more effective than learning from static pictures if the specifics of the displayed changes need to be learned. In order to further validate this finding as well as to clarify the educational strengths and weaknesses of animations and static pictures, an experimental study with three groups was conducted. Overall, 88 university students participated in the study. One group of learners (n?=?30) watched a single picture of a gear mechanism, one group of learners (n?=?28) watched four pictures, and one group of learners (n?=?30) watched an animation. All groups had to identify specific motions and spatial arrangements covered by the gear mechanism. While learners who watched the animation exhibited the best performance with respect to the identification of motions, learners who watched the pictures showed the best performance with respect to the identification of spatial arrangements. The effect sizes are large. The results of the study help to clarify when animations and when static pictures are most suitable for learning.

     

基于Flash与ASP技术的竞赛记分系统的设计

在网络时代,FLASH由于能够实现交互性矢量动画等优点得到了极为广泛的应用,但是它自身不能对数据库进行操作成为了一个遗憾。本文介绍了Flash和ASP＋XML的结合原理,提出了一种Flash通过ASP与外部数据通讯的方法,通过一个具体操作工程实例实现了FLASH与数据库的连接和交互。     

Use of Animation in Teaching Cell Biology

To address the different learning styles of students, and because students can access animation from off-campus computers, the use of digital animation in teaching cell biology has become increasingly popular. Sample processes from cell biology that are more clearly presented in animation than in static illustrations are identified. The value of animation is evaluated on whether the process being taught involves motion, cellular location, or sequential order of numerous events. Computer programs for developing animation and animations associated with cell biology textbooks are reviewed, and links to specific examples of animation are given. Finally, future teaching tools for all fields of biology will increasingly benefit from an expansion of animation to the use of simulation. One purpose of this review is to encourage the widespread use of animations in biology teaching by discussing the nature of digital animation.     

用动画、图形建构定积分概念的探索

在高等数学多媒体教学软件设计和教学实践的基础上，探讨用动画、图形演绎定积分概念，达到减低学习难度之目的，通过人机互动构建定积分概念，提高教学效率，培养学习者主动求索的精神．本文介绍了用Visual FoxPro6．0开发的这种课件．     

A Study of Rubisco through Western Blotting and Tissue Printing Techniques

We describe a laboratory exercise developed for a cell biology course for second-year undergraduate biology majors. It was designed to introduce undergraduates to the basic molecular biology techniques of Western blotting and immunodetection coupled with the technique of tissue printing in detecting the presence, relative abundance, and distribution of ribulose-1,5-bisphosphate carboxylase in various plant materials. Pre- and postlab surveys indicated significant postlab gains in student understanding of all three lab techniques and relevant lecture topics. Additional postlab survey questions on student perception of the lab modules suggested that the laboratory exercises successfully met a series of pedagogical goals set by the instructors. The combination of these techniques provided a basis for quantitative and qualitative (visual) analysis of a biologically important enzyme and can be applied or modified readily to study other proteins and biological molecules in lab exercises for an introductory cell biology course or molecular biology course.     

网络课程中的形成性评价的实现

在网络课程中的形成性评价是对每一节或每一知识点的即时测验,目的是让学习者自我检测学习结果,调整学习进程,使之更好地完成学习任务。在这篇文章中研究形成性评价的实现方式,具体提供了一种全新的使用Flash来轻松实现网络课程中的形成性评价方法。